The views of 5th and 6th grade students and English language teachers regarding the use of the interactive boards in English language teaching

This study aimed to shed light on the English language teachers and the 5th and the 6th grade students' views regarding the use of the interactive boards in English language teaching. The study groups of this mixed model research were 200 secondary school students in Çorum city center and ten teachers working in the same school. In the research, a questionnaire was used to determine the students' views on the use of interactive boards. As of teachers, an interview form consisting of open-ended questions was used to investigate teachers' views about the use of interactive boards in the lessons. The analysis of the quantitative data obtained in the study was performed in SPSS 22.0 program. Independent groups t-test and one-way analysis of variance (ANOVA) were used to analyze the quantitative data. In the analysis of qualitative data, themes and codes were used by using descriptive analysis method. The research showed that the students' views regarding the interactive boards were positive and using interactive boards in the lessons provided long-term learning and the lessons conducted via interactive boards were more enjoyable than the lessons conducted without the interactive boards. The study found that the use of interactive board didn't distract students' attention and made learning easier for them. It was revealed that the views of the students about the use of interactive board in the lessons were similar in terms of grade variable, but in common, 5th grade students had more positive thoughts than 6th grade students. It was seen that the students' views were similar according to the gender variable. It was also found that students with high level computer skills had more positive views than the students with low level in the use of interactive boards. In the study, it was seen that English teachers considered themselves proficient in the use of interactive boards and used interactive boards effectively in their courses. Moreover, it was stated by the English teachers that the use of interactive board in teaching English was effective in reinforcing and improving listening, speaking, reading and writing skills. In conclusion, both students 'and teachers' views about the use of interactive boards in the teaching of English were positive. The interactive board played an active role in the realization of long-term and effective learning by increasing students' interest, desire and motivation.